Paper Keywords Rural Middle School English Teaching Problems and Countermeasures

This paper mainly discusses the main problems existing in English teaching in rural middle schools from teachers, students, teaching methods, teaching environment and many other aspects, and puts forward corresponding countermeasures in order to improve the quality of English learning in rural middle schools.

With the continuous improvement of China's reform and opening up, the new situation requires us to popularize foreign languages, and China education needs to constantly improve the level of foreign language teaching in middle schools. However, due to regional differences and unbalanced economic development in China, the quality of English teaching in middle schools is uneven, and the teaching quality in some areas is poor, so students' initiative in learning English is not strong. English teaching in rural middle schools is influenced and restricted by many subjective and objective factors, and the quality of education and teaching is worrying. Based on years of teaching experience, the author will explore the problems existing in English teaching in rural middle schools and the corresponding countermeasures.

1 Problems in English Teaching in Rural Middle Schools

1. 1 The level of teachers is not high and the number is insufficient; Backward teaching methods and poor teaching facilities; The instability of teachers and its problems.

(1) English teachers in rural middle schools are weak and their overall quality is low. Through various forms of teacher training and on-the-job training in recent years, the level of English teachers in rural middle schools has been improved to a certain extent, but there is still a gap with the requirements of the new curriculum reform, and their professional skills and knowledge level are still very lacking. English teachers teach by the book, and spoon-feeding teaching is widespread. Students' basic needs for listening, speaking, reading and writing have not been met for a long time. English education has basically formed "dumb English", and students' English application ability is still very poor. The phenomenon of "unable to understand, recognize, read and write correctly" is widespread.

(2) English teaching methods in rural middle schools are backward and the teaching equipment is crude. Due to the restriction of teaching methods, coupled with the simple and lack of rural teaching facilities, many rural middle school English teachers focus on intermediate and advanced English classes, emphasize grammar knowledge in middle school English textbooks, and ignore the cultivation of practical application abilities such as "listening, speaking, reading and writing" in English teaching, so the new teaching concepts and thinking have not been well implemented. It is the old teaching concepts and models that form teaching stereotypes in their minds and the ultimate teaching purpose. Facts have proved that in order to meet the requirements of the new curriculum, English teaching needs to increase the amount of educational experience and equip a certain number of audio-visual teaching equipment, such as language laboratories, multimedia classrooms, tape recorders and language machines. Students can buy some necessary electronic devices for English learning according to different needs.

(3) The rural environment is poor and the conditions are very difficult. The phenomenon of teachers leaving or changing careers in rural middle schools is very serious. The teaching task of rural middle schools is heavy, and the welfare can not be effectively improved, which leads to a serious loss of English teachers, especially excellent English teachers: some specialize in paid tutoring services; There are rural areas crowded into cities; There are flows from the mainland to the developed coastal areas; The present situation of going out for graduate study has changed; What's more, if you can't change the status quo temporarily, you will "muddle along."

1.2 The teaching environment in rural middle schools does not meet the requirements of the times.

(1) The leaders of the education authorities do not know enough and the measures are not effective. First of all, it is reflected in the deviation of the training objectives set by the school and the improper evaluation system. Many schools have some misunderstandings in popularizing modern educational technology: first, the fundamental purpose of "using" is to "evaluate excellent courses", and the utilitarian thought is obvious in job competition or promotion of professional titles; The second is "unnecessary". Many times, the teaching equipment in the school is shelved and no one asks. What supports classroom teaching is still a mouth, a book, a pen and a blackboard. The third kind is "useless" or "bad". Some teachers can't even use modern teaching equipment or don't want to use it at all, so they can't give full play to the teaching advantages of audio-visual teaching equipment.

(2) Family and social problems are still serious. Many parents of rural middle school students do not pay enough attention to their children's English learning and cannot provide them with a corresponding language environment. In the vast rural areas, due to the low educational level of parents, there is a certain degree of "learning English is useless" thinking, and they always hold the backward concept of going out to work anyway. In addition, the rural cultural foundation (dialect, etc. ) and language environment also have obvious influence on students' English learning.

1.3 The dominant position of students is not reflected.

Due to the long-term influence of "exam-oriented education", "teachers speak and students listen; Teachers write, students write; Attach importance to knowledge and despise ability; The phenomenon of emphasizing fraction over mass is widespread. Most students pay attention to doing exercises, emphasizing "written" exercises rather than "oral" exercises. Some teachers think that giving students time to think in class is not only a waste of time, but also students' conclusions are often incomplete and even mislead other students. Some teachers simply tell students the answers or conclusions for fear that students are unclear and uncertain, afraid to control the class at will, and afraid of delaying the teaching progress. Therefore, in teaching, all the knowledge that should be thought, summarized and summarized by students themselves has become "directly instilled" by teachers. For a long time, students have a sense of dependence and are unwilling to think, let alone speak English. Students' interest in learning English has basically lost.

2 rural middle school English teaching strategies and suggestions

(1) Strengthen the construction of teachers, attach importance to teacher education and training, and constantly improve the overall quality of rural middle school teachers. Education administrative departments at all levels should attach great importance to the construction of teachers, strengthen the education of teachers' morality, and encourage some outstanding teachers to take root in rural areas and join in rural education. Try every means to formulate some feasible preferential policies, effectively solve their practical difficulties and solve their worries as much as possible. At the same time, we should provide more on-the-job training opportunities for rural middle school teachers, create more job evaluation opportunities for them, and strive to improve their welfare.

(2) Make use of the advantages of rural students to enhance their confidence and interest in learning English. Practice has proved that most rural middle school students have a poor English foundation. According to my years of teaching experience, to change the poor English foundation of rural middle school students, we must start with English education in rural primary and secondary schools, and the education administrative departments at all levels should openly recruit some high-quality college graduates to enrich the teaching staff of rural middle schools. Make use of the characteristics of rural students who can bear hardships and stand hard work, and guide and help them build up their confidence in learning English in all directions. Teachers should pay more attention to cultivating students' interest in learning English and correct students' attitude towards learning English. Interest is the best teacher. Only when students show good positive psychological experience in English learning and make them feel happy and relaxed can they learn English well. Only students who have a correct attitude towards English learning, are full of curiosity and interest in English learning, and keep a positive learning mood.

(3) Increase the investment in teaching facilities in rural middle schools and improve the teaching environment. On the basis of strengthening the construction of rural teachers, we will further improve the teaching environment of rural middle schools. According to the reality of local economic development, we should gradually increase the investment in basic education in rural middle schools in stages to continuously meet the actual needs of rural middle school students. Education administrative departments at all levels should strive to create a comfortable teaching environment for teachers and vigorously carry forward the noble quality of selfless dedication of human soul engineers. As long as we attach importance to English education in rural middle schools, keep exploring, practicing and improving, we will certainly improve the overall quality of rural students and the quality and level of English teaching in rural middle schools.

refer to

Wei Yao. The Dilemma of English Teaching in Rural Middle Schools. 2009 (6).

[2] M. Julia. The present situation and countermeasures of English teaching in rural middle schools [Journal of Kaili University, 2007(2)].

[3] Yan Xiaoqin, Ni Yayin. The present situation and reform countermeasures of English teaching in rural middle schools. Agricultural Archaeology, 2006(6).

[4] Li Yafang. On rural english education. 2003 (3)。

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